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Publisher Description

Abstract The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content area classrooms. Fifty-seven high school students with learning disabilities were assessed using the Grade Level Short Form of the Multilevel Academic Survey Test (MAST). Their reading and math scores were examined relative to each student's grade level, number of general and special education classes attended, and types of placement (i.e., inclusive or non-inclusive setting). The results revealed no statistically significant evidence to indicate that students' academic achievement varied based on inclusive versus non-inclusive placement. The only statistically significant differences observed regarded participants enrolled in a general education literature class compared to those participants placed in a special education setting for literature. Implications for practice, limitations of the study, and considerations for future research are discussed.

GENRE
Professional & Technical
RELEASED
2008
February 1
LANGUAGE
EN
English
LENGTH
22
Pages
PUBLISHER
West Virginia University Press, University of West Virginia
SELLER
The Gale Group, Inc., a Delaware corporation and an affiliate of Cengage Learning, Inc.
SIZE
229.5
KB

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